Özet:

This study aims to reveal the impact of classroom and home tasks and the special training department of feedback on the anecdotes and the ability of second-class teacher candidates to keep recording pre-behavior-results (EDS). In the research, the "Explosive Design" was used from the combined methods in which qualitative and quantum techniques were used together. In the quantitative phase of the research, one group of pre-test-sontest models were used from the pre-test patterns, and in the qualitative phase, the quality research patterns were used from the case study. The research study group consists of 46 teachers candidates registered in the second-class Applied Behavioral Analysis (UDA) course of a private education department of a university in the 2017-2018 academic year. Quantitative data of the study, Anecdotal Record Control List (AKL) and ODS Record Control List (ÖKL) and qualitative data were collected with the Half-Stated Interview Form. The data obtained in the quantitative phase of the study, the data collected from non-parametric tests and the conversations for the quality phase of the Wilcoxon test, were analyzed by the content analysis method. Quantitative findings obtained at the end of the study show that classroom and home tasks and feedback significantly boost the teaching candidates’ anecdotal and ODS recording skills. The qualitative findings obtained from the conversations with the 10 teachers candidates who participated in the study are qualitative findings that support.

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